Intergenerational Learning: An Opportunity to Transform Nursing Students’ Perspectives of Older Adults

Abstract The purpose of this pilot project was to explore the experience of an intergenerational learning environment focused on healthy aging for nursing students and older adults. Intergenerational learning experiences provide opportunities for individuals from different age groups to communicate and participate in learning activities together. The growing population of older adults calls for increased geriatric nursing expertise. Nursing students’ attitudes toward older adults are often negative though, and result in decreased interest in geriatric nursing. The opportunity to transform nursing students’ perspectives on older adults has the potential to improve nursing care for older adults, and the number of nurses focused on geriatric nursing care. This qualitative inquiry used a convenience sample of 10 participants from a cross-listed university course on healthy aging for baccalaureate nursing students and older adult members of a lifelong learning institute. Semi- structured focus group interviews were conducted. Narrative transcripts were analyzed using an inductive approach. Analysis illustrated improved nursing students’ perspectives of older adults and aging. A similar theme was noted for older adults’ perspectives of younger adults. The importance of social interaction within an intergenerational learning environment and the need for opportunities to challenge ageist perspectives was illustrated. Increased exposure to healthy older adults, personally and professionally, may increase nursing students’ interest in geriatric nursing and improve nursing care for older adults. Future research should examine more specifically how intergenerational learning experiences can decrease ageism, improve nursing students’ and nurses’ perspectives on older adults, and improve nursing practice for older adults.


GERIATRIC EDUCATION FOR HEALTH PROFESSIONALS INTERGENERATIONAL LEARNING: AN OPPORTUNITY TO TRANSFORM NURSING STUDENTS' PERSPECTIVES OF OLDER ADULTS
Marleen Thornton, 1 Kathryn Burns, 2 and Lara Street, 2 , 1. Notre Dame of Maryland University, Baltimore,Maryland,United States,2. Notre Dame of Maryland,Baltimore,Maryland,United States The purpose of this pilot project was to explore the experience of an intergenerational learning environment focused on healthy aging for nursing students and older adults. Intergenerational learning experiences provide opportunities for individuals from different age groups to communicate and participate in learning activities together. The growing population of older adults calls for increased geriatric nursing expertise. Nursing students' attitudes toward older adults are often negative though, and result in decreased interest in geriatric nursing. The opportunity to transform nursing students' perspectives on older adults has the potential to improve nursing care for older adults, and the number of nurses focused on geriatric nursing care. This qualitative inquiry used a convenience sample of 10 participants from a cross-listed university course on healthy aging for baccalaureate nursing students and older adult members of a lifelong learning institute. Semi-structured focus group interviews were conducted. Narrative transcripts were analyzed using an inductive approach. Analysis illustrated improved nursing students' perspectives of older adults and aging. A similar theme was noted for older adults' perspectives of younger adults. The importance of social interaction within an intergenerational learning environment and the need for opportunities to challenge ageist perspectives was illustrated. Increased exposure to healthy older adults, personally and professionally, may increase nursing students' interest in geriatric nursing and improve nursing care for older adults. Future research should examine more specifically how intergenerational learning experiences can decrease ageism, improve nursing students' and nurses' perspectives on older adults, and improve nursing practice for older adults. Background: Research recommends the healthcare workforce receive competency-based education to support familycaregivers [FCGs}. typically, education has been directed at FCG's to increase their care skills rather that at healthcare providers to provide person-centered care to FCGs.

PERSON-CENTERED CARE FOR FAMILY CAREGIVERS: CO-DESIGNING AN EDUCATION PROGRAM FOR THE HEALTHCARE WORKFORCE
Objectives: We present the co-design process used to create a competency-based education program for the healthcare workforce that ensures a person-centered focus on FCGs and introduce our Health Workforce Caregiver-Centered Care Education.
Approach: Co-design is the act of creating with stakeholders to ensure useable results that meet stakeholder's needs. We began by coining the concept "caregiver-centered care," defined as a collaborative working relationship between families and healthcare providers aimed at supporting FCGs in their caregiving role, decisions about care management, and advocacy. From this definition we co-designed, then validated the Caregiver-Centered Care Competency Framework in a Delphi Process. Stakeholders (n= 101) including FCGs, providers, policy makers, community organizations, researchers, and educational designers then used effective practices for health workforce education to co-design the 'foundational' level of a Caregiver Centered Care education.
Results: Teaching and learning resources include six competency-aligned educational modules with videos and interactive exercises that encourage reflection. With the COVID-19 pandemic, we moved the education online (caregivercare.ca). In the first four months online, 815healthcare providers completed the education. We continue to use mixed methods to evaluate the Caregiver-Centered Care Education, for acceptability and effectiveness, in five care contexts (primary, acute, home, supportive living, long-term care).
Conclusion: We expect that our education will support caregiver-centered care in all healthcare settings.